Although the concept of human potential accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony, and value, calculated to cause untold mischief in social and educational practice. This book aims to demythologize the concept of potential. It shows its roots in genuine aspects of human…

This article offers an interpretation of the social philosophy of Hegel which differs from that expressed in an article in the summer 1975 issue of Educational Theory. (JD)

Introduces substantial and procedural ethics for the educational theater director. (MS)

The American Dream, that individuals, freed from the ancient chains of class and caste, can by their own efforts and ability achieve success, needs to be linked to a moral vision, which in turn should be incorporated into school policy and practice. (CB)

The theories of various neo-Marxist philosophers are examined for insight into their views of human nature that underlie educational proposals. Important education and social policy issues are explored by Marxist theorists. (DF)

Questions whether creativity, as a qualitative phenomenon, is accessible to quantitative measurement by testing. Stresses importance of creativity as action--rather than a personality attribute or an aesthetically judged product--which involves re-creation of the self, often as an attempt to integrate the self into an alienating environment. (RW)

Considers some of the problems of establishing a sufficiently comprehensive theoretical basis for the study of literature. (RB)

The Traditional approach to adult education philosophy will concern itself with moral and social values; the contemporary approach, philosophical analysis, is most relevant to adult education in appraising the validity of argumentation, in elucidating the claims of propositions, and in analyzing the meanings of terms. (Author/JB)

Argues that if one follows through the principles of a rational procedural morality one is necessarily committed to a democratic form of society. This in turn means that political education is an essential part of moral education and supplies a necessary content and context to moral education. (Author)

This article explores from a broadly philosophical perspective a range of complexities of normative judgment relating to "school choice" in a liberal democratic society. It is argued that "heavy" conceptions of public education in such societies play an important role in philosophical discussions of school choice by indicating…

This article turns one of most cited philosopher's John Dewey's title, "How We Think" (1933/1998) back upon itself to consider how "thought" or "reason" are cultural practices that historically order and generate principles for reflection and action. The discussion proceeds thusly: (1) Schooling is about changing people; (2) Changing people…